Teachers’ Perspectives on the Flipped Classroom Model

Abstract

This study aims to examine mathematics teachers’ views on the flipped classroom model. In this context, the teachers included in the study were first provided with information about the model; subsequently, their perspectives were explored in depth through targeted interview questions. The study was conducted using an embedded case study design, one of the qualitative research methods. The participants consisted of 10 primary and middle school mathematics teachers working in public and private schools. The teachers were selected using the convenience sampling method, which is a type of purposive sampling. Data were collected through interviews, and the content obtained was analyzed using descriptive analysis, a commonly employed method in qualitative data analysis. The interview questions consisted of eight open-ended questions, arranged from general to specific. The analysis process was organized under eight thematic categories in line with the research questions. Some of the teachers reported that they consciously or unconsciously implemented the flipped classroom model in their lessons. They emphasized that the model could enhance students’ readiness levels, self-confidence, motivation, and retention of learning. However, they also noted that ineffective implementation of the model may lead to misconceptions and the development of various prejudices. Additionally, the teachers stated that the flipped classroom model may yield more efficient outcomes particularly at the middle school level and in geometry topics.